1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins in the modern day in the New York apartment of Amir, an Arabic lawyer who is ashamed of Islam, and his wife Emily, a white artist inspired by Islamic culture. Emily is drawing a portrait of Amir after an incident where he was profiled made her make a connection between him and a portrait of a slave. Amir is uncomfortable with this, although Emily insists she does not associate him with slaves.
2. What is the intrusion?
The intrusion is when Amir attends a hearing for an imam being accused of terrorism and is quoted in the New York Times as a supporter of the imam. This is the incident that causes Amir’s past as a Muslim to be brought into public light, affecting his relationships at work.
3. What is the unique factor?
The unique factor is that this is when Amir is revealed to have connections to Muslims and can no longer hide from his past.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “Will Amir be able to reconcile the Islamic religion with his new way of living?”
5. List some of the themes of the play.
Religion can be interpreted in many different ways.
Religion impacts people in different ways.
A moral code does not mean a person will make moral decisions.
Escaping the past is impossible.
6. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Amir wants to be able to live his life without having to answer for the Muslim religion and people he has denounced. This is complicated by the fact that his race makes people view him as a Muslim, and his obligations to his wife and nephew, who are more tolerant and accepting of Islam than himself, cause him to get involved in activities that seem to support Islam. When Amir tries to help his family, he discovers that their interests in Islam conflict with his own, and he cannot both denounce the religion and follow through on what his family wants.
7. After having seen the Town and Gown production of the play write a paragraph each on the following:
a. overall quality of the production, realizing that it is not a fully mounted (financially supported) work on the season of Town and Gown.
The quality of the production was fairly good for the budget that it received. The set was nicely constructed with various props that made the apartment seem lived in. The set was not necessarily representative of a New York apartment, but given the budget and resources the set was passable. The costumes fit the personalities of the characters. The acting was polished and of the quality to be expected of community theatre; the actors put a lot of work into their performances, but could have used a little more rehearsal time. Overall, given the resources available, the play was well produced.
b. comment on the acting and focus on your favorite role and it’s execution.
The acting of the main actors was not stellar, and the casting choices were poorly made, but overall it was polished enough to not detract from the performance. Occasionally the actor playing Amir forgot a line, but he recovered admirably. The cast had a good chemistry with each other; they worked well together, especially during the more tense scenes. I particularly enjoyed the role of Isaac. The actor played him with a brash swagger that was fun to watch; he was serious, but not overly so, and this meant the actor could play both the lighthearted and serious moments of the play very well.
c. evaluate the directing focusing on the casting of the roles, stage movements, set design, costume design, lighting design, and sound design for the show.
The set design was realistic; the details in the walls, furniture, and props made it feel like the action was actually taking place in a New York apartment, or at least the approximation of one. Given the resources available, the set seemed to be decent. The lighting design helped with the emotional feel of the show, but did not fit the overall tone.For example, the lights would go red during intense moments to give the play an ominous tone. When the events of the play were going well for the characters, the lighting remained neutral. The lighting designer also had a frustrating tendency to change the lighting whenever characters moved across the set, which was disconcerting. Overall, the lighting did not fit the realistic feel of the show. The sound design was decent. The sound effects, such as the phone ringtones, were sufficiently realistic.
The costumes adequately conveyed key characteristics of the wearers. Amir’s costume was nice but wrinkled, showing how his façade was crumbling; Emily wore bright dresses and shirts to show her artistic, optimistic personality; Jory wore neat, stylish clothes to show how she was an ambitious woman; and Isaac wore clothes similar to Amir’s but neater to show how the two men were in contrast with each other. The clothes were not as high-quality as one would expect of such high-status characters, though.
The casting choices were poorly made. The actors were able to convey the personality of the roll they had to fill, but they were unable to truly embody the character. The audience was always aware that they were watching members of the Athens community play characters in a play. Also, the accent of the actor playing Amir felt out of place. While it was not too distracting, the fact that Amir, who went to great lengths to hide his origins,would have an accent stretched the rules of the play.
d. any unique factors about the production that stand out.
The production was a very adequate translation of the play into a real performance. However, I did not feel like the production conveyed any original spins on the themes that could not be said in other performances. The production was okay, but not revolutionary.
Zoot Suit Worksheet 1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph. The play begins in the modern day with the actor playing El Pachuco, the mysterious, suave representation of Henry Reyna’s conscience, getting into character. He explains the culture that Henry Reyna and other Chicano children grew up and lived in, and gives the audience an understanding of the world they will be watching.
2. What is the intrusion? The intrusion occurs when Henry is arrested for murder. This is the moment when the audience is forced to wonder if Henry will receive justice.
3. What is the unique factor? The unique factor is that this is the day Henry is arrested and chosen to be the scapegoat.
4. What is the dramatic question that should be answered by the end of the play? The dramatic question is, “Will Henry Reyna receive justice, or will he be crushed by an unjust system?”
5. Identify the most theatrical moment in the play and of what importance it seems to be. The most theatrical moment of the play is at the end when all of the characters speak to the audience and offer alternative endings to the story of Henry Reyna’s life. This is important because it adds some hope to the play’s depressing ending. It also encourages the audience to not think of Henry as a trouble-making Chicano who lived a mediocre, disappointing life, but to remember him for his leadership skills and the potential he had before being cheated by an unjust justice system. This theatrical moment asks the audience to mourn what might have been had Henry Reyna been given a chance.
6. List some of the themes of the play. The justice system is flawed, though not beyond repair. Fighting injustice requires people from all walks of life, not just the oppressed, to stand up for what is right. Overcoming a moment of injustice does not guarantee a happy ending.
7. What does Henry want? How does the playwright resolve his wants at the end of the play? How does this resolution compare with the real Henry, as indicated in the documentary? Henry wants to achieve a respectable life that will make his parents and girlfriend proud. In the play, the playwright leaves Henry as a confused, overwhelmed boy unsure of what to do next; it is announced that Henry later died after living a disappointing life. Although the playwright had the other characters offer alternatives to this end, the audience is left with the knowledge of what actually happened to Henry Reyna. The end that Henry meets in the play is accurate to what happened in real life.
8. Note which version of the play in production you saw (either the DVD version or the HS stage version), then discuss the way the designers move from place to place (scene to scene) and how effectively that is for communicating the dramatic action. I saw the HS stage version. The designers relied on music and dance to transition from scene to scene. For example, in one instance Henry and his siblings leave for a dance; their parents have a quick discussion, and then the children take the stage and dance. Another transition occurs after the boys have agreed to speak to their lawyer. They decide to tell him what happened at the dance, and then the lights go down and music starts to play as other dancers take the stage with the boys. The designers also rely on reports from the journalist to move from scene to scene. For example, the journalist reported on the murder and out a stack of newspapers that later served as a chair during Henry’s interrogation. These methods of transition are a good way to establish the scene and keep the action moving. The dance transitions keep the audience entertained and show where the action is now occurring, while the transitions with the journalist are quick and do not interrupt the flow of action, and also gives the audience context for the following scene.
9. Choose a character from the play and discuss how the costume designer has accentuated (focused) the audience attention on that character. What are some of the details of the costume that strike you as interesting or exaggerated. The Pachuco is dressed in an ostentatious zoot suit that attracts the eye with its bright red shirt against the black coat. His hair is greased back, and the black dress shoes shine. The outfit especially stands out against the brightly-colored zoot suits and dresses of the other characters. The pants and coat are pressed so that the lines are crisp; from the clothes to the hat, everything about outfit is sharply defined. The angles of the costume seem to be the most interesting aspect of the aspect; there is not one wrinkle in the clothes, no imperfection. The character is impeccably dressed, and this lends him an air of confidence and swagger that demands the audience look at him.
10. Lighting plays a big role in the DVD and the staged version by the HS. Discuss the use of light to accentuate characters and scenes, choosing a particular scene from the production to discuss. Lighting played a big role in the HS production. For example, whenever a dance scene was called for to transition to another scene, the lights would go down and provide the atmospheric lighting of a club. However, the lighting was also very important during the scenes in jail. When Henry was put in solitary confinement or left alone after being beaten, the Pachuco would speak to him. The lights would turn off except for a spotlight that would fall on Henry and the Pachuco. This stark lighting provided a sense of isolation, showing how Henry was alone except for the guiding voice in his mind.
Fires in the Mirror Worksheet
Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins in the Philadelphia home of Ntozake Shange, a woman who described what she thought identity was and how it was important to the human experience.
2. What is the intrusion? A Jewish religious leader’s car struck and killed an African American boy who later died from his injuries. This is the moment when the tension between the African American and Jewish communities in Crown Heights reached a boiling point and led to violence.
3. What is the unique factor? The unique factor is this is the day a young African American boy is struck and killed by a Jewish convoy of cars.
4. What is the dramatic question that should be answered by the end of the play? The dramatic question is, "How will the death of the child affect the Crown Heights community?"
5. In your opinion what is the most theatrical segment of the video version of the play and explain why do you think it is so powerful? The most theatrical moment was when the artist cut up individual scenes and played the chunks so that there seemed to be almost a conversation as the speakers told different versions of the accident that killed the child. In this moment, we are seeing both sides of the story at once, and so get a more complete picture of what happened. It is powerful because the audience can see how biases and the panic of the moment can lead to drastically different narratives that leave a lasting impact on the community.
6. List some of the themes of the play. Identity is an important cultural and political tool. Racism is more complex than simply a hatred of black people by white people.
7. Television allows the actress to create mini sets, a variety of lighting effects, and detailed costume pieces for the presentation of her many characters, not to mention graphic footage of the actual events in Crown Heights. This is frankly not possible to accomplish on the stage which requires that the action move rapidly between one scene and the other leaving little if any time for a change of dress, settings, lights, and props. Describe some of the varieties of these production details that struck you as particularly effective.
The scene with the African American Muslim zoomed in on the speaker as his animosity towards the Jews became prominent in the conversation. This camera effect was foreboding, highlighting the tensions between the African American and Jewish communities.
The costumes really helped the audience figure out who the speaker was. For example, if the actress wore a wig, the audience could assume she was portrayed a Jewish woman. If she wore dreads or something similar, the audience could assume she was portrayed a member of the black community. The costumes helped avoid any confusion over who was saying what.
The images shown between scenes were helpful for imagining what the scene in Crown Heights was actually like at the time of the accident, and for helping the audience picture and connect with actual members of the community. They also helped emphasize the emotion of the show. For example, at the end there was a montage of black and Jewish children; this was played right after the father of the Cato child expressed his sorrow over his son's death, so the pictures drove home the human cost of the conflict in the community.
Lines Worksheet for analysis and design of this live production
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins with the actors on the stage describing the creation of the universe and how in the beginning there were no lines between people or places.
2. What is the intrusion?
The lines that divided where people of different races lived were crossed by people of color. This is the intrusion because it led to increased turmoil that had been averted when the races were separated.
3. What is the unique factor?
The accepted division of the races was challenged by people of color when they started to move into the traditionally white neighborhoods.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “How do the lines between the races affect our lives?”
5. Identify some of the most theatrical moments in the play and of what importance they were to you.
One theatrical moment was when a woman described seeing a young black man be arrested, and the other cast members acted out the arrest. She was pinned to the floor and mimed being handcuffed. This seemed important because it showed the brutality she witnessed and how it affected her even though it didn’t happen to her directly, showing how pervasive the effects of such violence can be.
Another theatrical moment was at the end when the cast participated in the privilege game. As the white people stepped farther and farther away from the wall, the reality of what had been talked about for the past hour really sunk in. The effect that the lines between the races and communities had on real lives was made plain.
6. List some of the themes of the play.
Race plays a bigger role in society than some would care to think.
Racism is not over, and takes many forms.
People may not even be aware of their biases.
The lines drawn between people affect us all.
7. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of the woman being arrested while describing an arrest she witness. The image is very violent and appalling, and the actions being done to a white woman contrast with the mental image of the actions being done to a black boy. This image makes the audience question why they might feel differently about the rough arrest of one person but not the other.
Another possible image is that of the minority groups standing in holes on the stage. This represents how minority groups are often disadvantaged and need help to pull themselves out of bad situations.
Another image is that of the people of color standing against the wall while the white actors stepped to the edge of the stage. This visual example of the stark contrast between the experiences of white people and people of color emphasized the impact that the lines drawn between the races had on the lives of actual people.
The title helps us understand the play be calling attention to the lines between the races. These lines are a prominent part of the play, and are often referenced to explain the different between the lives of white people and people of color. The title drives home the importance of these lines to the audience.
8. The production used the stage in a multitude of creative ways to places where the action took place. List some of these that particularly stood out to you.
At one point, the actors used one of the blocks to represent a bar or other type of space, and passed it around between them as they described how their race affected how they related to that space. This was a physical manifestation of how a tangible object like a building can belong to different people and have different relationships to those people.
During the educational scene, many of the actors played hide-and-seek; they hid behind blocks and even crawled into the holes left by the boxes in the stage. This emphasized the innocence of childhood that contrasted with how the lines of race affected the children.
9. Projections and lighting also played an important role in the performance. Discuss the use of both to achieve the intended effect.
The production projected images and descriptions onto screens throughout the show. Sometimes the images were facts and statistics that supported what the actor was saying. Other times, the images were of places so as to give context about where the interview was or what was being described.
The lighting helped the audience focus on where they needed to focus. The lights would dim and a spotlight would form on the actor or actors who were speaking at the moment. Other times, the lights had an atmospheric affect. For example, during the transition to the justice scene, the lights went red, giving the stage a creepy, foreboding look.
10. Live and recorded sound played a role in this production. What were some of the memorable uses of these to support the stories that were told?
Near the end of the play, they played recorded questions regarding racial experiences. The disembodied voice was very impartial, but the reality of the questions being asked were harsh and personal. The robotic voice provided a contrast to the emotional recollections of the people who had gone through the simulation. This helped show that the often objective drawing of lines, such as redlining, could have real impacts on actual people and affect actual lives; the objective facts of everyday life had powerful, emotional impacts.
During the transition to the justice scene, police sirens played. The noise was jarring and startling, throwing the audience off balance. The concept of justice is not usually portrayed as something to be scared of, so the audience was primed to wonder why justice was being presented as a threatening concept.
Extremities Worksheet
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The show takes place in an old farmhouse on a September day in modern times. Marjorie, a young woman, is going about her morning. Nothing is out of the usual.
2. What is the intrusion?
The intrusion is when Terry arrives home and sees what has happened and what Marjorie plans to do. This is when Marjorie first faces judgement from others based on the events that have occurred, and she must now figure out how to react.
3. What is the unique factor?
The unique factor is that this is the day Raul breaks into the women’s home.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “What will the women end up doing with Raul?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one in which all the characters know the information, and one in which only one character knows the information. An example of the former is that all the characters know that the evidence at the scene will get Marjorie in trouble, but not Raul. An example of the latter is that only Raul knows he has a knife.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment the first violent action between Raul and Marjorie. This moment is meant to shock the audience and introduce them to the brutality of what Marjorie has faced. When she then takes Raul captive, the audience understands why and are on her side when her friends try to convince her to turn herself and Raul in. The first brutal moment of the play gives the audience a taste of what it feels like to be Marjorie, to go through a traumatic event and have your experience doubted and marginalized.
7. List some of the themes of the play.
The law does not provide justice in all cases.
Individuals must sometimes take the law into their own hands.
The law is not always right.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Marjorie wants to feel safe and protected. This is impeded by the fact that Raul stands a good chance of walking away from his crimes and being allowed to come after her again; Marjorie herself also faces possible punishment for standing up for herself, and she would not feel safe in prison. Her friends also get in her way because they want to adhere to a law that would make Marjorie feel less safe.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of the women finding Raul’s knife. It is at this moment that Raul becomes a true threat in the eyes of anyone who might doubt that Raul wanted to do the women harm. The image would reveal that not all threats are immediately present, and that caution towards hints at worse violence are needed.
Another possible image is that of Marjorie shoving the pillow at one of her friends. This would show how mundane objects such as pillows can be turned into weapons of terror. For example, for Marjorie a pillow became a symbol of the violence committed against her.
The title of the play is never explicitly stated. However, it gives the audience a hint at the message of the play. The show pushes the boundaries of what can be shown on stage to the limit; the content is visceral and brutal. Then, the characters go through experiences that push them to the edge of humanity. Marjorie is pushed to be a violent person in order to survive. She must take extreme action to protect herself and her roommates. The title of the play helps the audience realize just how extreme the events of the play are.
10. Briefly define the family relationships that are examined in the play.
Marjorie lives with her roommates, Terry and Patricia. Patricia is the most mature of the women; she acts with grace under pressure and tries to keep the situation under control. Terry and Marjorie are more like dueling sisters. Marjorie intimidates Terry into helping kill Raul at the beginning, and during the play Terry becomes more petulant and childish after finding out Marjorie slept with her boyfriend.
Split Second Worksheet
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins on a side street in Manhattan on the Fourth of July. Val Johnson, a black police officer and Vietnam veteran, found the white, common street thug William H. Willis stealing a car and caught him. While Val handcuffs Willis, the thief antagonizes Val with racist comments.
2. What is the intrusion?
The intrusion is when Val shoots Willis.
3. What is the unique factor?
The unique factor is that this is the day Val gets tired of being subjected to racist rants and shoots Willis in cold blood.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “Will Val confess to the real events of the shooting?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one in which all the characters know the information, and one in which only one character knows the information. An example of the former is that everyone knows Val was in Vietnam. An example of the latter is that only Val knows what really happened the night of the shooting.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment is when Val shoots and kills Willis. This is important because not only is it the inciting incident, but it represents the moment when the usually impeccable Val loses his cool. The audience is left to wonder how they would react in that situation when even an upstanding officer like Val cannot handle the abuse. They are also shocked at the turn of events, and are left wondering what is going to happen next; they are going to remain interested in the play because of this startling scene.
7. List some of the themes of the play.
Individuals have obligations to society overall and to their subsection of society.
Individuals must be aware of how their actions will affect others in their community.
Sometimes the law and instinct are in opposition.
All it takes is one short moment of losing control for true feelings to be revealed.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Val wants control over his life. This is hindered by his dependency on his father’s approval and his self-destructive actions. He feels pressured to be a police officer, and feels pressured to perform exceptionally well due to his race. He lives to please his father. However, this is thankless work, and Val is so unhappy that his perfect control slips and he acts irrationally, changing his life forever.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of Val shooting Willis. The image is startling, especially in live theatre, and will make the audience have a visceral reaction. Perhaps they will be horrified; perhaps they will feel vindicated. Either way, the image will reveal to them an aspect of themselves.
Another possible image is that of Val sitting on the stand at the end of the play. He is on trial, and grappling with his conscience. The image of a good man who did a bad action struggling with the ramifications of his decision would symbolize the gray area of this play. Technically, what Val did was against the law; however, the audience knows how it feels to be goaded into making a poor decision and thus feels sympathy for him. The image of Val on the stand allows the audience to imagine what they would do in his shoes.
The title, Split Second, helps us understand the play even though it is not explicitly stated in the play. The moment when Val kills Willis happens in a “split second.” The moment where Val’s life is irrevocably change happens before he has a chance to think. The title helps the audience realize that sometimes thee most important moments in life happen in the blink of an eye. Sometimes, the instinctive reactions to taunts can overcome common sense and the law and cause people to act out in a burst of irrationality.
10. Briefly define the family relationships that are examined in the play.
Rusty is the father who has high expectations of his son Val. His expectations weight on Val and have made his son feel like he has no control over his own life.
Val is the hard-working husband of Alea, who is frustrated with his refusal to discuss his life at work. Alea wants a normal life with her husband, and will do anything to ensure that the two of them can continue their normal existence.
Execution of Justice Worksheet
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins on November 27th, 1978. The citizens of San Francisco go about their day until Diane Feinstein, the President of the Board of Supervisors, announces that Harvey Milk and George Moscone have been shot and killed.
2. What is the intrusion?
The intrusion is the assassination of George Moscone and Harvey Milk.
3. What is the unique factor?
The unique factor is that this is the day Dan White killed the mayor and Harvey Milk.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “What will happen after the trial for Dan White is decided?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition, one in which all the characters know a fact and one in which only one character knows a fact. An example of the former is that all the characters knew Harvey Milk was gay. An example of the latter is that only Diane Feinstein and a select few others knew that Mayor George Moscone and Harvey Milk had been assassinated.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment occurred around intermission when the audience was addressed and treated as the jurors. This moment of breaking the fourth wall is important because it makes the audience even more involved in the proceedings, and makes the weight of what they are hearing seem that much more important to hear and consider.
7. List some of the themes of the play.
The justice system does not necessarily provide justice.
The legal definition of justice might not accurately match personal or public perception of justice.
Justice is subjective.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Schmidt wants the jury to give his client Dan White a reduced sentence. He is hindered by the outrageous facts surrounding the case; everyone knows Dan White is guilty, and all Schmidt can do is make the jury think that they should go easy on White due to extenuating circumstances.
Norman wants the jury to prosecute Dan White to the fullest extent of the law. He is hindered by the jury’s preference for Dan White’s beliefs over those held by the men he killed; the societal norms brought into the trial also work against his favor, as the norms supported by the jury mean that the jury is fundamentally against what the murdered men stood for and are more likely to side with Dan White.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of Sister Boom Boom eating a Twinkie. This would drive home to the audience just how ridiculous the events of the trial were. The image of a drag queen dressed as a nun eating a Twinkie is one that sounds absurd to envision, and when used to sum up the events of the trial shows that the proceedings and results were ridiculous.
Another possible image is that of Sister Boom Boom herself. She is a drag queen dressed as a nun, a figure which is hated by many conservative members of society such as the police officer speaking at the beginning of the play. She would represent the part of culture that ended up being on trial alongside Dan White; the jury ended up choosing between the conservative culture as viewed through Dan White and liberal culture as viewed through Sister Boom Boom.
The title, Execution of Justice, is important in guiding the audience through the show. From the beginning, the audience knows they are watching a court trial, and so they assume that justice is being executed, as in, carried out. As the trial continues, though, the audience may begin to see the double meaning of execution; as more details come out, the audience might think the title refers to the execution of justice meaning to kill justice. The ambiguous nature of the title is only furthered when the title appears on screen at the end of the play. The audience is left to question what exactly they think justice is and whether or not they think it has been carried out in the play.
10. Briefly define the family relationships that are examined in the play.
Dan White is the loving husband to his devoted wife who sticks with him even when he becomes a murderer. White's devotion to his family caused him a great deal of stress that pushed him to commit his crimes.
Flyin’ West
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins in the town of Nicodemus, Kansas, during the fall of 1898. Sophie, and independent African American woman, relaxes after a day in town so she can begin to work on her speech she will give that Sunday to convince her community to not sell their land to white people. Miss Leah, an older woman born into slavery, gives Sophie grief over her independent and free-roaming nature while looking for her shawl and refusing Sophie’s help.
2. What is the intrusion?
The intrusion is when the Minnie and her abusive husband arrive in Kansas.
3. What is the unique factor?
The unique factor is that this is the day when Minnie and her husband arrive in Kansas in need of money.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “Will Minnie overcome her abusive husband, or will he tear apart the family and Sophie’s plans for an independent African American community?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one in which all the characters know information, and one in which only one character knows information. An example of the former is that all the characters know white people want to move into their land. An example of the latter is that only the little sister knows she is pregnant.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment is the second to last scene where Frank is killed with the poison pie. Throughout the show, Fannie has begged Miss Leah to pass on her wisdom and stories about the way things used to be; also, Sophie has fought for her independence from white people and men. In Frank's death scene, Sophie's independent nature that drives her to kill Frank meets with Leah's wisdom, and the women manage to take down a threat to their own. This is an important scene because it shows the African American women coming together and using knowledge passed down from their elders to protect themselves.
7. List some of the themes of the play.
The African American race needs to stick together.
The bond between sisters, even sisters who are not blood related, is stronger than the bond between husband and wife.
The circumstances in which you were born do not determine your fate, but they still have a big impact on it.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Sophie wants to create a town that would allow African Americans to create their own community. She is hindered by the relative poverty in the town and the offers of wealthy white people who want the land, as well as Frank’s greed and his abusive control over his wife that eventually gives him power over Minnie’s share of the land. Sophie also wants to create a good life for her sisters, which is hindered by Frank’s abusive nature.
Miss Leah wants to live a calm, independent life after the hardships she faced before. She is hindered by the struggles facing the women she treats as daughters; Minnie's plight with her husband is especially problematic, as it threatens the life of a girl Miss Leah cares for and Minnie's child. The danger posed to the child is particularly distressing to Miss Leah, who grew up determined to protect her children when she could.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is of Miss Leah holding Minnie’s baby. This would represent the knowledge of the past protecting and caring for the future generations, like how Miss Leah offered her poison pie to take care of Frank.
Another possible image is of Sophie aiming the shotgun at Frank. This would represent the bond if sisterhood overcoming the bond between husband and wife.
The title helps us understand the play when Miss Leah mentions how she flew West to escape the tragedy of her husband’s and children’s deaths, especially after so many years spent in slavery. When she mentions this, readers realize that the play is about how the West gave those who had been subjugated a way to rise above and recover from their previous, harsh lives; the West represented a new chance at life for many people like Miss Leah.
10. Briefly define the family relationships that are examined in the play.
Sophie is the domineering older sister of Fannie and Minnie who will do anything to protect them and keep them safe; her younger sisters appreciate this for the most part.
Fannie is a loving sister who adheres to traditional gender roles, and urges Minnie to stay with Frank; eventually, she sees the error of her ways and helps her sisters take down the abusive man.
Miss Leah is the matriarch who passes on her wisdom to the younger women, even if she does have a tense relationship with the independent Sophie. She will do anything to protect the members of the younger generation and uses her wisdom to help them through their troubles.
Frank is the abusive husband of Minnie; he is emotionally and physically abusive of his wife.
Queen's Garden
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The stasis is in the present day in the theatre where the performance is being held. The narrator is introducing us to the world Brenda Aoki knew when she was a child growing up on the West side of Los Angeles.
2. What is the intrusion?
The intrusion is when Brenda is put in the class with the white kids instead of the other kids from Westside; this introduces her to a new culture and causes her to question which tribe she really belongs to.
3. What is the unique factor?
The unique factor is that this is the day Brenda is forcibly separated from those she grew up with and made to interact with the upper class white kids.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “Will Brenda manage to reconcile her Westside roots with her new, white connections?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one kind is where information is known by all characters, and one kind is where information is known by only one character. An example of the former is where everyone knew that there was a rift between the white kids in the Lit One class and the Westside kids in the Twelve O’Clock High class. An example of the latter is where only Steve knew that the brownies had marijuana in them when he gave them to Brenda.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment is during the riot between the Westside Warriors and the other classes of the school, when Brenda first learns to walk the line between her status as both white and ethnic. It was important because it shows Brenda adapting to her new role as a member of two social classes and learning how to find balance between her two different lives.
7. List some of the themes of the play.
We can sometimes choose which part of society we belong to.
Society in general has a tendency to push marginalized communities into dead-end lifestyles.
Violence for the sake of tradition or honor can lead to needless bloodshed.
We can try to escape our roots, but they will always have some hold on us.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
The principal character of the narrator wants to come to terms with her choices in life and reconcile the violence and tragedy of her home with the good childhood memories she has of it. Her obstacles are the more painful memories of the violence and tragedy that tainted how she viewed her hometown; these memories have made her run away to San Francisco, but she is still grappling with the psychological trauma of her past.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of the class ring that Steve gives Brenda to protect her from the white kids during the riot. This would represent Brenda’s new status as a socially white girl.
Another possible image is that of the red roses. These represent the hope for change and family that Aunti Mary provided.
Another possible image is that of the blue teacup that Hai gives Brenda. It would represent the bond that the two girls share.
The title tells us to pay attention when we hear someone described as a queen or when a garden is mentioned; both of these triggers come into play when we are introduced to Aunti Mary, who says that “King and Queens get Rose Gardens. I get da only garden on da Westside.” She is a woman of the Westside who serves as a kind of community mother to the local children; she also grows roses and uses them to barter for goods. She is a unifying force in the community, and is integral in introducing Brenda to Kali and other aspects of the Westside life that she could not experience in her parents’ shop. Aunti Mary and her roses represent the hope of beauty, growth, and the bonds of family, that manage to grow even in the desolate Westside. When Aunti Mary is shot, the audience knows this represents hope and love between family members being killed; however, when the narrator says that her garden still blooms, the audience knows that hope did not die forever. The title is what alerts us to the importance of this symbolism.
10. Briefly define the family relationships that are examined in the play.
Brenda begins her life as a dutiful daughter to her parents, then has a strained relationship with them when she tries to push the boundaries of her culture; they eventually reconcile.
Sherry loves her son who resents her because her whiteness and, consequently, her hand in making him mixed race prevents him from being a full part of his community.
Brenda and Kai both find themselves separated from their families and come to form a family of two by bonding over their mutual experiences.
Smoke and Kali act as though they are brothers; both basically lived in the same house as children and shared a brotherly bond that turned sour after they got involved in drug dealing.
Real Women Have Curves
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
At the beginning of the play, it is early morning in a sewing factory in Los Angeles. in September 1987. Ana, a young, “plump, 18-year-old girl, and her mother, Carmen, get things ready in the shop so that everything will be ready to go once the other workers get there. They are arguing over Ana’s weight and her desire for better wages and a better job than working at her sister’s factory.
2. What is the intrusion?
The intrusion is that the women find out that Estela doesn't have a green card.
3. What is the unique factor?
This is the day that the women find they have such a short deadline to complete 100 dresses and Estela doesn't have a green card.
4. What is the dramatic question that should be answered by the end of the play?
Will the women be able to finish the dress order in time?
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one where only one character has certain information, and one where all the characters have the information. An example of the former is how at the beginning of the play only Estela knew that she did not yet have her green card. An example of the latter was how all of them knew that Estela had a crush on a boy on the street.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment was when all the women stripped down and examined their bodies before embracing. This was important because it showed them starting to become comfortable with themselves and enjoying their femininity despite the hardships of their life; they were starting to see that although they were not thin, rich women, they were still worthy of respect.
7. List some of the themes of the play
Rough circumstances can bring even the most different people together.
The circumstances of a person’s life do not determine how intelligent or worthy of a good life they are.
Do not judge a person by the quality of their job.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Estela wants to run a successful business. She is hindered by previous run-ins with the law that prevent her from getting a green card, which means she could be deported at any moment and lose all she has gained. This also makes it difficult for her to challenge the business she works with, as they hold her lack of papers over her head.
Ana wants to get an education in New York and be respected for her writing ability. She faces challenges in the form of the gender ideals of her culture that expect her to be slim and proper in order to get a husband, and in her socioeconomic status that prevents her from getting a scholarship right away and makes it harder for her to reach success.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of the residency cards the women have. These cards demonstrate the major roadblock, true citizenship, that prevented the women from truly feeling like they belong in their new country despite the fact that they are now technically legally present.
Another image would be of the women hugging after removing their clothing and admiring their bodies. This image would be one of solidarity and sisterhood, and symbolize the women’s realization that they are more than just the size of their waist.
Another image could be that of the dress that Estela makes for herself to wear. It shows how she is coming into her own as a dressmaker and starting to see that she deserves nice dresses as much as the women her buy her products.
The title helps tie all the themes together at the end of the play, when Ana says that her essay was titled Real Women Have Curves. Throughout the play, Ana looks down on the other women, even though they are all plump and share the same heritage; in the minds of the women in the factory, the ideal woman is thin and has the money and status to buy the dresses they make. The workers themselves feel themselves to be inferior and less able than those of the male gender and of a higher economic status. When Ana reveals that her sister has named her shop the title of the play, we realize that the women have overcome their internalized prejudice towards people of their status and that the play was about the women realizing that they were just as deserving as the women who bought their dresses.
10. Briefly define the family relationships that are examined in the play.
Carmen is an overbearing mother who irritates her daughters in her efforts to help. Estela is frustrated that her family seems to be curtailing her efforts to succeed, and Ana feels like working at her sister’s shop is beneath someone with her education and aspirations. However, when events turn dire, they band together to help each other.
Carmen and another woman, Pancha, both feel ambivalent towards their husbands; Carmen feels trapped in her marriage and thinks she must be submissive to her husband, while Pancha finds a way to stand up to him in certain situations.
Pancha and Ana have a tense relationship, as Pancha thinks Ana is an upstart and Ana thinks Pancha is too fundamentalist in her thinking about gender roles. By the end of the play, Ana has a new respect for Pancha because of how the older woman has tried to assert her independence in her marriage.
Rez Sisters
1. Reflect on the importance of the character (spirit?) not seen by all the characters but seen by only one or a few of the characters and discuss that character’s importance to the dramatic action and the development of the plot.
The character of Nanabush plays several roles that ultimately guide Marie-Adele to her end. First, he is a gull that stalks Marie-Adele. She is the only one who can see the spirit besides the mentally disabled Zhaboonigan. Later, Nanabush is another bird that frightens Marie-Adele and the younger girl during the road trip. It is at this point that Marie-Adele realizes the spirit is coming to take her into the next realm, and she cannot come to terms with this yet. Nanabush then makes an appearance as the Bingo Master. This is when Marie-Adele accepts her fate and lets him take her spirit. At the very end of the play, Nanabush is once again the gull; this time, he has come to take Pelajia.
Nanabush serves as a force that drives the women closer together; he does not directly drive the plot, but follows the women and intervenes to keep their arguments from getting in the way of their goal. As the nighthawk, he pushes Marie-Adele into a fit, which stops the bickering women and gives them a bigger cause—Marie-Adele’s well-being—to rally around instead of arguing. This is the moment that allows them to be vulnerable with each other and talk about the hardships of being Native American women. As the Bingo Master, Nanabush irritates the women until they lash out and cause a chaotic scene, while Marie-Adele finally sees the truth and accepts her fate while the other women try to fight theirs. He is present even in the chaos, guiding Marie-Adele to her end and eventually coming back to start the process of guiding Pelajia to hers.
2. Compare the aspirations and socio-economic level of the characters in this play with those in Wedding Band, Queen's Garden, and Real Women.
The women in Rez Sisters have lower aspirations than the women in the other two plays. In Queen’s Garden, our narrator wanted to get away from her city and go to college; in Wedding Band, the main character wanted to go to New York to escape the prejudice of the South. In Real Women, Ana longs to go to college, and the older women, while initially being content with their lot in life, eventually grow to long for a life where they make clothes for others like them. In Rez Sisters, though, the characters hope for smaller changes to their lives. For example, Philomena wants a toilet, and Pelajia wants paved roads. A few of the characters talk of leaving the reservation to live with their children, but ultimately give up these dreams and settle for carving out the best life possible on the reservation.
The socio-economic level of the characters is fairly consistent across the plays. All are lower class and live in poor conditions due to their culture or race.
3. Compare the role of women and the depiction of men in this play with that in Real Women Have Curves
The role of women in both plays are fairly similar. In both plays, the women are expected to play the role of the dutiful housekeeper and to raise the children, while obeying their husbands. However, in Rez Sisters it is expected that some women will go rogue and be unfaithful; the affair is always pinned on them and not on the men like Big Joe who are also part of the affair.
Men are depicted in a worse light in Rez Sisters than in Real Women. In Rez Sisters, men are depicted as alcoholics who do not do much more than fight and flirt; they do not get any meaningful work does, such as how the chief has not gotten any paved roads for his reservation. However, men are still put in positions in power. In Real Women, men are depicted not necessarily negatively, but not positively, either; in the play, the women take the view that boys will be boys, and work around their husbands. The men are expected to have control in the relationship, and the women comply.
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins in the modern day in the New York apartment of Amir, an Arabic lawyer who is ashamed of Islam, and his wife Emily, a white artist inspired by Islamic culture. Emily is drawing a portrait of Amir after an incident where he was profiled made her make a connection between him and a portrait of a slave. Amir is uncomfortable with this, although Emily insists she does not associate him with slaves.
2. What is the intrusion?
The intrusion is when Amir attends a hearing for an imam being accused of terrorism and is quoted in the New York Times as a supporter of the imam. This is the incident that causes Amir’s past as a Muslim to be brought into public light, affecting his relationships at work.
3. What is the unique factor?
The unique factor is that this is when Amir is revealed to have connections to Muslims and can no longer hide from his past.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “Will Amir be able to reconcile the Islamic religion with his new way of living?”
5. List some of the themes of the play.
Religion can be interpreted in many different ways.
Religion impacts people in different ways.
A moral code does not mean a person will make moral decisions.
Escaping the past is impossible.
6. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Amir wants to be able to live his life without having to answer for the Muslim religion and people he has denounced. This is complicated by the fact that his race makes people view him as a Muslim, and his obligations to his wife and nephew, who are more tolerant and accepting of Islam than himself, cause him to get involved in activities that seem to support Islam. When Amir tries to help his family, he discovers that their interests in Islam conflict with his own, and he cannot both denounce the religion and follow through on what his family wants.
7. After having seen the Town and Gown production of the play write a paragraph each on the following:
a. overall quality of the production, realizing that it is not a fully mounted (financially supported) work on the season of Town and Gown.
The quality of the production was fairly good for the budget that it received. The set was nicely constructed with various props that made the apartment seem lived in. The set was not necessarily representative of a New York apartment, but given the budget and resources the set was passable. The costumes fit the personalities of the characters. The acting was polished and of the quality to be expected of community theatre; the actors put a lot of work into their performances, but could have used a little more rehearsal time. Overall, given the resources available, the play was well produced.
b. comment on the acting and focus on your favorite role and it’s execution.
The acting of the main actors was not stellar, and the casting choices were poorly made, but overall it was polished enough to not detract from the performance. Occasionally the actor playing Amir forgot a line, but he recovered admirably. The cast had a good chemistry with each other; they worked well together, especially during the more tense scenes. I particularly enjoyed the role of Isaac. The actor played him with a brash swagger that was fun to watch; he was serious, but not overly so, and this meant the actor could play both the lighthearted and serious moments of the play very well.
c. evaluate the directing focusing on the casting of the roles, stage movements, set design, costume design, lighting design, and sound design for the show.
The set design was realistic; the details in the walls, furniture, and props made it feel like the action was actually taking place in a New York apartment, or at least the approximation of one. Given the resources available, the set seemed to be decent. The lighting design helped with the emotional feel of the show, but did not fit the overall tone.For example, the lights would go red during intense moments to give the play an ominous tone. When the events of the play were going well for the characters, the lighting remained neutral. The lighting designer also had a frustrating tendency to change the lighting whenever characters moved across the set, which was disconcerting. Overall, the lighting did not fit the realistic feel of the show. The sound design was decent. The sound effects, such as the phone ringtones, were sufficiently realistic.
The costumes adequately conveyed key characteristics of the wearers. Amir’s costume was nice but wrinkled, showing how his façade was crumbling; Emily wore bright dresses and shirts to show her artistic, optimistic personality; Jory wore neat, stylish clothes to show how she was an ambitious woman; and Isaac wore clothes similar to Amir’s but neater to show how the two men were in contrast with each other. The clothes were not as high-quality as one would expect of such high-status characters, though.
The casting choices were poorly made. The actors were able to convey the personality of the roll they had to fill, but they were unable to truly embody the character. The audience was always aware that they were watching members of the Athens community play characters in a play. Also, the accent of the actor playing Amir felt out of place. While it was not too distracting, the fact that Amir, who went to great lengths to hide his origins,would have an accent stretched the rules of the play.
d. any unique factors about the production that stand out.
The production was a very adequate translation of the play into a real performance. However, I did not feel like the production conveyed any original spins on the themes that could not be said in other performances. The production was okay, but not revolutionary.
Zoot Suit Worksheet
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins in the modern day with the actor playing El Pachuco, the mysterious, suave representation of Henry Reyna’s conscience, getting into character. He explains the culture that Henry Reyna and other Chicano children grew up and lived in, and gives the audience an understanding of the world they will be watching.
2. What is the intrusion?
The intrusion occurs when Henry is arrested for murder. This is the moment when the audience is forced to wonder if Henry will receive justice.
3. What is the unique factor?
The unique factor is that this is the day Henry is arrested and chosen to be the scapegoat.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “Will Henry Reyna receive justice, or will he be crushed by an unjust system?”
5. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment of the play is at the end when all of the characters speak to the audience and offer alternative endings to the story of Henry Reyna’s life. This is important because it adds some hope to the play’s depressing ending. It also encourages the audience to not think of Henry as a trouble-making Chicano who lived a mediocre, disappointing life, but to remember him for his leadership skills and the potential he had before being cheated by an unjust justice system. This theatrical moment asks the audience to mourn what might have been had Henry Reyna been given a chance.
6. List some of the themes of the play.
The justice system is flawed, though not beyond repair.
Fighting injustice requires people from all walks of life, not just the oppressed, to stand up for what is right.
Overcoming a moment of injustice does not guarantee a happy ending.
7. What does Henry want? How does the playwright resolve his wants at the end of the play? How does this resolution compare with the real Henry, as indicated in the documentary?
Henry wants to achieve a respectable life that will make his parents and girlfriend proud. In the play, the playwright leaves Henry as a confused, overwhelmed boy unsure of what to do next; it is announced that Henry later died after living a disappointing life. Although the playwright had the other characters offer alternatives to this end, the audience is left with the knowledge of what actually happened to Henry Reyna. The end that Henry meets in the play is accurate to what happened in real life.
8. Note which version of the play in production you saw (either the DVD version or the HS stage version), then discuss the way the designers move from place to place (scene to scene) and how effectively that is for communicating the dramatic action.
I saw the HS stage version. The designers relied on music and dance to transition from scene to scene. For example, in one instance Henry and his siblings leave for a dance; their parents have a quick discussion, and then the children take the stage and dance. Another transition occurs after the boys have agreed to speak to their lawyer. They decide to tell him what happened at the dance, and then the lights go down and music starts to play as other dancers take the stage with the boys. The designers also rely on reports from the journalist to move from scene to scene. For example, the journalist reported on the murder and out a stack of newspapers that later served as a chair during Henry’s interrogation. These methods of transition are a good way to establish the scene and keep the action moving. The dance transitions keep the audience entertained and show where the action is now occurring, while the transitions with the journalist are quick and do not interrupt the flow of action, and also gives the audience context for the following scene.
9. Choose a character from the play and discuss how the costume designer has accentuated (focused) the audience attention on that character. What are some of the details of the costume that strike you as interesting or exaggerated.
The Pachuco is dressed in an ostentatious zoot suit that attracts the eye with its bright red shirt against the black coat. His hair is greased back, and the black dress shoes shine. The outfit especially stands out against the brightly-colored zoot suits and dresses of the other characters. The pants and coat are pressed so that the lines are crisp; from the clothes to the hat, everything about outfit is sharply defined. The angles of the costume seem to be the most interesting aspect of the aspect; there is not one wrinkle in the clothes, no imperfection. The character is impeccably dressed, and this lends him an air of confidence and swagger that demands the audience look at him.
10. Lighting plays a big role in the DVD and the staged version by the HS. Discuss the use of light to accentuate characters and scenes, choosing a particular scene from the production to discuss.
Lighting played a big role in the HS production. For example, whenever a dance scene was called for to transition to another scene, the lights would go down and provide the atmospheric lighting of a club. However, the lighting was also very important during the scenes in jail. When Henry was put in solitary confinement or left alone after being beaten, the Pachuco would speak to him. The lights would turn off except for a spotlight that would fall on Henry and the Pachuco. This stark lighting provided a sense of isolation, showing how Henry was alone except for the guiding voice in his mind.
Fires in the Mirror Worksheet
- Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins in the Philadelphia home of Ntozake Shange, a woman who described what she thought identity was and how it was important to the human experience.2. What is the intrusion?
A Jewish religious leader’s car struck and killed an African American boy who later died from his injuries. This is the moment when the tension between the African American and Jewish communities in Crown Heights reached a boiling point and led to violence.
3. What is the unique factor?
The unique factor is this is the day a young African American boy is struck and killed by a Jewish convoy of cars.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, "How will the death of the child affect the Crown Heights community?"
5. In your opinion what is the most theatrical segment of the video version of the play and explain why do you think it is so powerful?
The most theatrical moment was when the artist cut up individual scenes and played the chunks so that there seemed to be almost a conversation as the speakers told different versions of the accident that killed the child. In this moment, we are seeing both sides of the story at once, and so get a more complete picture of what happened. It is powerful because the audience can see how biases and the panic of the moment can lead to drastically different narratives that leave a lasting impact on the community.
6. List some of the themes of the play.
Identity is an important cultural and political tool.
Racism is more complex than simply a hatred of black people by white people.
7. Television allows the actress to create mini sets, a variety of lighting effects, and detailed costume pieces for the presentation of her many characters, not to mention graphic footage of the actual events in Crown Heights. This is frankly not possible to accomplish on the stage which requires that the action move rapidly between one scene and the other leaving little if any time for a change of dress, settings, lights, and props. Describe some of the varieties of these production details that struck you as particularly effective.
The scene with the African American Muslim zoomed in on the speaker as his animosity towards the Jews became prominent in the conversation. This camera effect was foreboding, highlighting the tensions between the African American and Jewish communities.
The costumes really helped the audience figure out who the speaker was. For example, if the actress wore a wig, the audience could assume she was portrayed a Jewish woman. If she wore dreads or something similar, the audience could assume she was portrayed a member of the black community. The costumes helped avoid any confusion over who was saying what.
The images shown between scenes were helpful for imagining what the scene in Crown Heights was actually like at the time of the accident, and for helping the audience picture and connect with actual members of the community. They also helped emphasize the emotion of the show. For example, at the end there was a montage of black and Jewish children; this was played right after the father of the Cato child expressed his sorrow over his son's death, so the pictures drove home the human cost of the conflict in the community.
Lines Worksheet for analysis and design of this live production
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins with the actors on the stage describing the creation of the universe and how in the beginning there were no lines between people or places.
2. What is the intrusion?
The lines that divided where people of different races lived were crossed by people of color. This is the intrusion because it led to increased turmoil that had been averted when the races were separated.
3. What is the unique factor?
The accepted division of the races was challenged by people of color when they started to move into the traditionally white neighborhoods.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “How do the lines between the races affect our lives?”
5. Identify some of the most theatrical moments in the play and of what importance they were to you.
One theatrical moment was when a woman described seeing a young black man be arrested, and the other cast members acted out the arrest. She was pinned to the floor and mimed being handcuffed. This seemed important because it showed the brutality she witnessed and how it affected her even though it didn’t happen to her directly, showing how pervasive the effects of such violence can be.
Another theatrical moment was at the end when the cast participated in the privilege game. As the white people stepped farther and farther away from the wall, the reality of what had been talked about for the past hour really sunk in. The effect that the lines between the races and communities had on real lives was made plain.
6. List some of the themes of the play.
Race plays a bigger role in society than some would care to think.
Racism is not over, and takes many forms.
People may not even be aware of their biases.
The lines drawn between people affect us all.
7. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of the woman being arrested while describing an arrest she witness. The image is very violent and appalling, and the actions being done to a white woman contrast with the mental image of the actions being done to a black boy. This image makes the audience question why they might feel differently about the rough arrest of one person but not the other.
Another possible image is that of the minority groups standing in holes on the stage. This represents how minority groups are often disadvantaged and need help to pull themselves out of bad situations.
Another image is that of the people of color standing against the wall while the white actors stepped to the edge of the stage. This visual example of the stark contrast between the experiences of white people and people of color emphasized the impact that the lines drawn between the races had on the lives of actual people.
The title helps us understand the play be calling attention to the lines between the races. These lines are a prominent part of the play, and are often referenced to explain the different between the lives of white people and people of color. The title drives home the importance of these lines to the audience.
8. The production used the stage in a multitude of creative ways to places where the action took place. List some of these that particularly stood out to you.
At one point, the actors used one of the blocks to represent a bar or other type of space, and passed it around between them as they described how their race affected how they related to that space. This was a physical manifestation of how a tangible object like a building can belong to different people and have different relationships to those people.
During the educational scene, many of the actors played hide-and-seek; they hid behind blocks and even crawled into the holes left by the boxes in the stage. This emphasized the innocence of childhood that contrasted with how the lines of race affected the children.
9. Projections and lighting also played an important role in the performance. Discuss the use of both to achieve the intended effect.
The production projected images and descriptions onto screens throughout the show. Sometimes the images were facts and statistics that supported what the actor was saying. Other times, the images were of places so as to give context about where the interview was or what was being described.
The lighting helped the audience focus on where they needed to focus. The lights would dim and a spotlight would form on the actor or actors who were speaking at the moment. Other times, the lights had an atmospheric affect. For example, during the transition to the justice scene, the lights went red, giving the stage a creepy, foreboding look.
10. Live and recorded sound played a role in this production. What were some of the memorable uses of these to support the stories that were told?
Near the end of the play, they played recorded questions regarding racial experiences. The disembodied voice was very impartial, but the reality of the questions being asked were harsh and personal. The robotic voice provided a contrast to the emotional recollections of the people who had gone through the simulation. This helped show that the often objective drawing of lines, such as redlining, could have real impacts on actual people and affect actual lives; the objective facts of everyday life had powerful, emotional impacts.
During the transition to the justice scene, police sirens played. The noise was jarring and startling, throwing the audience off balance. The concept of justice is not usually portrayed as something to be scared of, so the audience was primed to wonder why justice was being presented as a threatening concept.
Extremities Worksheet
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The show takes place in an old farmhouse on a September day in modern times. Marjorie, a young woman, is going about her morning. Nothing is out of the usual.
2. What is the intrusion?
The intrusion is when Terry arrives home and sees what has happened and what Marjorie plans to do. This is when Marjorie first faces judgement from others based on the events that have occurred, and she must now figure out how to react.
3. What is the unique factor?
The unique factor is that this is the day Raul breaks into the women’s home.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “What will the women end up doing with Raul?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one in which all the characters know the information, and one in which only one character knows the information. An example of the former is that all the characters know that the evidence at the scene will get Marjorie in trouble, but not Raul. An example of the latter is that only Raul knows he has a knife.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment the first violent action between Raul and Marjorie. This moment is meant to shock the audience and introduce them to the brutality of what Marjorie has faced. When she then takes Raul captive, the audience understands why and are on her side when her friends try to convince her to turn herself and Raul in. The first brutal moment of the play gives the audience a taste of what it feels like to be Marjorie, to go through a traumatic event and have your experience doubted and marginalized.
7. List some of the themes of the play.
The law does not provide justice in all cases.
Individuals must sometimes take the law into their own hands.
The law is not always right.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Marjorie wants to feel safe and protected. This is impeded by the fact that Raul stands a good chance of walking away from his crimes and being allowed to come after her again; Marjorie herself also faces possible punishment for standing up for herself, and she would not feel safe in prison. Her friends also get in her way because they want to adhere to a law that would make Marjorie feel less safe.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of the women finding Raul’s knife. It is at this moment that Raul becomes a true threat in the eyes of anyone who might doubt that Raul wanted to do the women harm. The image would reveal that not all threats are immediately present, and that caution towards hints at worse violence are needed.
Another possible image is that of Marjorie shoving the pillow at one of her friends. This would show how mundane objects such as pillows can be turned into weapons of terror. For example, for Marjorie a pillow became a symbol of the violence committed against her.
The title of the play is never explicitly stated. However, it gives the audience a hint at the message of the play. The show pushes the boundaries of what can be shown on stage to the limit; the content is visceral and brutal. Then, the characters go through experiences that push them to the edge of humanity. Marjorie is pushed to be a violent person in order to survive. She must take extreme action to protect herself and her roommates. The title of the play helps the audience realize just how extreme the events of the play are.
10. Briefly define the family relationships that are examined in the play.
Marjorie lives with her roommates, Terry and Patricia. Patricia is the most mature of the women; she acts with grace under pressure and tries to keep the situation under control. Terry and Marjorie are more like dueling sisters. Marjorie intimidates Terry into helping kill Raul at the beginning, and during the play Terry becomes more petulant and childish after finding out Marjorie slept with her boyfriend.
Split Second Worksheet
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins on a side street in Manhattan on the Fourth of July. Val Johnson, a black police officer and Vietnam veteran, found the white, common street thug William H. Willis stealing a car and caught him. While Val handcuffs Willis, the thief antagonizes Val with racist comments.
2. What is the intrusion?
The intrusion is when Val shoots Willis.
3. What is the unique factor?
The unique factor is that this is the day Val gets tired of being subjected to racist rants and shoots Willis in cold blood.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “Will Val confess to the real events of the shooting?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one in which all the characters know the information, and one in which only one character knows the information. An example of the former is that everyone knows Val was in Vietnam. An example of the latter is that only Val knows what really happened the night of the shooting.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment is when Val shoots and kills Willis. This is important because not only is it the inciting incident, but it represents the moment when the usually impeccable Val loses his cool. The audience is left to wonder how they would react in that situation when even an upstanding officer like Val cannot handle the abuse. They are also shocked at the turn of events, and are left wondering what is going to happen next; they are going to remain interested in the play because of this startling scene.
7. List some of the themes of the play.
Individuals have obligations to society overall and to their subsection of society.
Individuals must be aware of how their actions will affect others in their community.
Sometimes the law and instinct are in opposition.
All it takes is one short moment of losing control for true feelings to be revealed.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Val wants control over his life. This is hindered by his dependency on his father’s approval and his self-destructive actions. He feels pressured to be a police officer, and feels pressured to perform exceptionally well due to his race. He lives to please his father. However, this is thankless work, and Val is so unhappy that his perfect control slips and he acts irrationally, changing his life forever.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of Val shooting Willis. The image is startling, especially in live theatre, and will make the audience have a visceral reaction. Perhaps they will be horrified; perhaps they will feel vindicated. Either way, the image will reveal to them an aspect of themselves.
Another possible image is that of Val sitting on the stand at the end of the play. He is on trial, and grappling with his conscience. The image of a good man who did a bad action struggling with the ramifications of his decision would symbolize the gray area of this play. Technically, what Val did was against the law; however, the audience knows how it feels to be goaded into making a poor decision and thus feels sympathy for him. The image of Val on the stand allows the audience to imagine what they would do in his shoes.
The title, Split Second, helps us understand the play even though it is not explicitly stated in the play. The moment when Val kills Willis happens in a “split second.” The moment where Val’s life is irrevocably change happens before he has a chance to think. The title helps the audience realize that sometimes thee most important moments in life happen in the blink of an eye. Sometimes, the instinctive reactions to taunts can overcome common sense and the law and cause people to act out in a burst of irrationality.
10. Briefly define the family relationships that are examined in the play.
Rusty is the father who has high expectations of his son Val. His expectations weight on Val and have made his son feel like he has no control over his own life.
Val is the hard-working husband of Alea, who is frustrated with his refusal to discuss his life at work. Alea wants a normal life with her husband, and will do anything to ensure that the two of them can continue their normal existence.
Execution of Justice Worksheet
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins on November 27th, 1978. The citizens of San Francisco go about their day until Diane Feinstein, the President of the Board of Supervisors, announces that Harvey Milk and George Moscone have been shot and killed.
2. What is the intrusion?
The intrusion is the assassination of George Moscone and Harvey Milk.
3. What is the unique factor?
The unique factor is that this is the day Dan White killed the mayor and Harvey Milk.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “What will happen after the trial for Dan White is decided?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition, one in which all the characters know a fact and one in which only one character knows a fact. An example of the former is that all the characters knew Harvey Milk was gay. An example of the latter is that only Diane Feinstein and a select few others knew that Mayor George Moscone and Harvey Milk had been assassinated.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment occurred around intermission when the audience was addressed and treated as the jurors. This moment of breaking the fourth wall is important because it makes the audience even more involved in the proceedings, and makes the weight of what they are hearing seem that much more important to hear and consider.
7. List some of the themes of the play.
The justice system does not necessarily provide justice.
The legal definition of justice might not accurately match personal or public perception of justice.
Justice is subjective.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Schmidt wants the jury to give his client Dan White a reduced sentence. He is hindered by the outrageous facts surrounding the case; everyone knows Dan White is guilty, and all Schmidt can do is make the jury think that they should go easy on White due to extenuating circumstances.
Norman wants the jury to prosecute Dan White to the fullest extent of the law. He is hindered by the jury’s preference for Dan White’s beliefs over those held by the men he killed; the societal norms brought into the trial also work against his favor, as the norms supported by the jury mean that the jury is fundamentally against what the murdered men stood for and are more likely to side with Dan White.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of Sister Boom Boom eating a Twinkie. This would drive home to the audience just how ridiculous the events of the trial were. The image of a drag queen dressed as a nun eating a Twinkie is one that sounds absurd to envision, and when used to sum up the events of the trial shows that the proceedings and results were ridiculous.
Another possible image is that of Sister Boom Boom herself. She is a drag queen dressed as a nun, a figure which is hated by many conservative members of society such as the police officer speaking at the beginning of the play. She would represent the part of culture that ended up being on trial alongside Dan White; the jury ended up choosing between the conservative culture as viewed through Dan White and liberal culture as viewed through Sister Boom Boom.
The title, Execution of Justice, is important in guiding the audience through the show. From the beginning, the audience knows they are watching a court trial, and so they assume that justice is being executed, as in, carried out. As the trial continues, though, the audience may begin to see the double meaning of execution; as more details come out, the audience might think the title refers to the execution of justice meaning to kill justice. The ambiguous nature of the title is only furthered when the title appears on screen at the end of the play. The audience is left to question what exactly they think justice is and whether or not they think it has been carried out in the play.
10. Briefly define the family relationships that are examined in the play.
Dan White is the loving husband to his devoted wife who sticks with him even when he becomes a murderer. White's devotion to his family caused him a great deal of stress that pushed him to commit his crimes.
Flyin’ West
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The play begins in the town of Nicodemus, Kansas, during the fall of 1898. Sophie, and independent African American woman, relaxes after a day in town so she can begin to work on her speech she will give that Sunday to convince her community to not sell their land to white people. Miss Leah, an older woman born into slavery, gives Sophie grief over her independent and free-roaming nature while looking for her shawl and refusing Sophie’s help.
2. What is the intrusion?
The intrusion is when the Minnie and her abusive husband arrive in Kansas.
3. What is the unique factor?
The unique factor is that this is the day when Minnie and her husband arrive in Kansas in need of money.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “Will Minnie overcome her abusive husband, or will he tear apart the family and Sophie’s plans for an independent African American community?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one in which all the characters know information, and one in which only one character knows information. An example of the former is that all the characters know white people want to move into their land. An example of the latter is that only the little sister knows she is pregnant.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment is the second to last scene where Frank is killed with the poison pie. Throughout the show, Fannie has begged Miss Leah to pass on her wisdom and stories about the way things used to be; also, Sophie has fought for her independence from white people and men. In Frank's death scene, Sophie's independent nature that drives her to kill Frank meets with Leah's wisdom, and the women manage to take down a threat to their own. This is an important scene because it shows the African American women coming together and using knowledge passed down from their elders to protect themselves.
7. List some of the themes of the play.
The African American race needs to stick together.
The bond between sisters, even sisters who are not blood related, is stronger than the bond between husband and wife.
The circumstances in which you were born do not determine your fate, but they still have a big impact on it.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Sophie wants to create a town that would allow African Americans to create their own community. She is hindered by the relative poverty in the town and the offers of wealthy white people who want the land, as well as Frank’s greed and his abusive control over his wife that eventually gives him power over Minnie’s share of the land. Sophie also wants to create a good life for her sisters, which is hindered by Frank’s abusive nature.
Miss Leah wants to live a calm, independent life after the hardships she faced before. She is hindered by the struggles facing the women she treats as daughters; Minnie's plight with her husband is especially problematic, as it threatens the life of a girl Miss Leah cares for and Minnie's child. The danger posed to the child is particularly distressing to Miss Leah, who grew up determined to protect her children when she could.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is of Miss Leah holding Minnie’s baby. This would represent the knowledge of the past protecting and caring for the future generations, like how Miss Leah offered her poison pie to take care of Frank.
Another possible image is of Sophie aiming the shotgun at Frank. This would represent the bond if sisterhood overcoming the bond between husband and wife.
The title helps us understand the play when Miss Leah mentions how she flew West to escape the tragedy of her husband’s and children’s deaths, especially after so many years spent in slavery. When she mentions this, readers realize that the play is about how the West gave those who had been subjugated a way to rise above and recover from their previous, harsh lives; the West represented a new chance at life for many people like Miss Leah.
10. Briefly define the family relationships that are examined in the play.
Sophie is the domineering older sister of Fannie and Minnie who will do anything to protect them and keep them safe; her younger sisters appreciate this for the most part.
Fannie is a loving sister who adheres to traditional gender roles, and urges Minnie to stay with Frank; eventually, she sees the error of her ways and helps her sisters take down the abusive man.
Miss Leah is the matriarch who passes on her wisdom to the younger women, even if she does have a tense relationship with the independent Sophie. She will do anything to protect the members of the younger generation and uses her wisdom to help them through their troubles.
Frank is the abusive husband of Minnie; he is emotionally and physically abusive of his wife.
Queen's Garden
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
The stasis is in the present day in the theatre where the performance is being held. The narrator is introducing us to the world Brenda Aoki knew when she was a child growing up on the West side of Los Angeles.
2. What is the intrusion?
The intrusion is when Brenda is put in the class with the white kids instead of the other kids from Westside; this introduces her to a new culture and causes her to question which tribe she really belongs to.
3. What is the unique factor?
The unique factor is that this is the day Brenda is forcibly separated from those she grew up with and made to interact with the upper class white kids.
4. What is the dramatic question that should be answered by the end of the play?
The dramatic question is, “Will Brenda manage to reconcile her Westside roots with her new, white connections?”
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one kind is where information is known by all characters, and one kind is where information is known by only one character. An example of the former is where everyone knew that there was a rift between the white kids in the Lit One class and the Westside kids in the Twelve O’Clock High class. An example of the latter is where only Steve knew that the brownies had marijuana in them when he gave them to Brenda.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment is during the riot between the Westside Warriors and the other classes of the school, when Brenda first learns to walk the line between her status as both white and ethnic. It was important because it shows Brenda adapting to her new role as a member of two social classes and learning how to find balance between her two different lives.
7. List some of the themes of the play.
We can sometimes choose which part of society we belong to.
Society in general has a tendency to push marginalized communities into dead-end lifestyles.
Violence for the sake of tradition or honor can lead to needless bloodshed.
We can try to escape our roots, but they will always have some hold on us.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
The principal character of the narrator wants to come to terms with her choices in life and reconcile the violence and tragedy of her home with the good childhood memories she has of it. Her obstacles are the more painful memories of the violence and tragedy that tainted how she viewed her hometown; these memories have made her run away to San Francisco, but she is still grappling with the psychological trauma of her past.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of the class ring that Steve gives Brenda to protect her from the white kids during the riot. This would represent Brenda’s new status as a socially white girl.
Another possible image is that of the red roses. These represent the hope for change and family that Aunti Mary provided.
Another possible image is that of the blue teacup that Hai gives Brenda. It would represent the bond that the two girls share.
The title tells us to pay attention when we hear someone described as a queen or when a garden is mentioned; both of these triggers come into play when we are introduced to Aunti Mary, who says that “King and Queens get Rose Gardens. I get da only garden on da Westside.” She is a woman of the Westside who serves as a kind of community mother to the local children; she also grows roses and uses them to barter for goods. She is a unifying force in the community, and is integral in introducing Brenda to Kali and other aspects of the Westside life that she could not experience in her parents’ shop. Aunti Mary and her roses represent the hope of beauty, growth, and the bonds of family, that manage to grow even in the desolate Westside. When Aunti Mary is shot, the audience knows this represents hope and love between family members being killed; however, when the narrator says that her garden still blooms, the audience knows that hope did not die forever. The title is what alerts us to the importance of this symbolism.
10. Briefly define the family relationships that are examined in the play.
Brenda begins her life as a dutiful daughter to her parents, then has a strained relationship with them when she tries to push the boundaries of her culture; they eventually reconcile.
Sherry loves her son who resents her because her whiteness and, consequently, her hand in making him mixed race prevents him from being a full part of his community.
Brenda and Kai both find themselves separated from their families and come to form a family of two by bonding over their mutual experiences.
Smoke and Kali act as though they are brothers; both basically lived in the same house as children and shared a brotherly bond that turned sour after they got involved in drug dealing.
Real Women Have Curves
1. Describe the stasis in the play: where, when, who, what, etc. in a paragraph.
At the beginning of the play, it is early morning in a sewing factory in Los Angeles. in September 1987. Ana, a young, “plump, 18-year-old girl, and her mother, Carmen, get things ready in the shop so that everything will be ready to go once the other workers get there. They are arguing over Ana’s weight and her desire for better wages and a better job than working at her sister’s factory.
2. What is the intrusion?
The intrusion is that the women find out that Estela doesn't have a green card.
3. What is the unique factor?
This is the day that the women find they have such a short deadline to complete 100 dresses and Estela doesn't have a green card.
4. What is the dramatic question that should be answered by the end of the play?
Will the women be able to finish the dress order in time?
5. Provide an illustration of the two kinds of exposition that the play has in it.
The play has two kinds of exposition: one where only one character has certain information, and one where all the characters have the information. An example of the former is how at the beginning of the play only Estela knew that she did not yet have her green card. An example of the latter was how all of them knew that Estela had a crush on a boy on the street.
6. Identify the most theatrical moment in the play and of what importance it seems to be.
The most theatrical moment was when all the women stripped down and examined their bodies before embracing. This was important because it showed them starting to become comfortable with themselves and enjoying their femininity despite the hardships of their life; they were starting to see that although they were not thin, rich women, they were still worthy of respect.
7. List some of the themes of the play
Rough circumstances can bring even the most different people together.
The circumstances of a person’s life do not determine how intelligent or worthy of a good life they are.
Do not judge a person by the quality of their job.
8. What do the principal characters want and what are some obstacles that stand in the way of them getting what they want?
Estela wants to run a successful business. She is hindered by previous run-ins with the law that prevent her from getting a green card, which means she could be deported at any moment and lose all she has gained. This also makes it difficult for her to challenge the business she works with, as they hold her lack of papers over her head.
Ana wants to get an education in New York and be respected for her writing ability. She faces challenges in the form of the gender ideals of her culture that expect her to be slim and proper in order to get a husband, and in her socioeconomic status that prevents her from getting a scholarship right away and makes it harder for her to reach success.
9. Describe some possible images in the play and how does the title help us understand the play.
One possible image is that of the residency cards the women have. These cards demonstrate the major roadblock, true citizenship, that prevented the women from truly feeling like they belong in their new country despite the fact that they are now technically legally present.
Another image would be of the women hugging after removing their clothing and admiring their bodies. This image would be one of solidarity and sisterhood, and symbolize the women’s realization that they are more than just the size of their waist.
Another image could be that of the dress that Estela makes for herself to wear. It shows how she is coming into her own as a dressmaker and starting to see that she deserves nice dresses as much as the women her buy her products.
The title helps tie all the themes together at the end of the play, when Ana says that her essay was titled Real Women Have Curves. Throughout the play, Ana looks down on the other women, even though they are all plump and share the same heritage; in the minds of the women in the factory, the ideal woman is thin and has the money and status to buy the dresses they make. The workers themselves feel themselves to be inferior and less able than those of the male gender and of a higher economic status. When Ana reveals that her sister has named her shop the title of the play, we realize that the women have overcome their internalized prejudice towards people of their status and that the play was about the women realizing that they were just as deserving as the women who bought their dresses.
10. Briefly define the family relationships that are examined in the play.
Carmen is an overbearing mother who irritates her daughters in her efforts to help. Estela is frustrated that her family seems to be curtailing her efforts to succeed, and Ana feels like working at her sister’s shop is beneath someone with her education and aspirations. However, when events turn dire, they band together to help each other.
Carmen and another woman, Pancha, both feel ambivalent towards their husbands; Carmen feels trapped in her marriage and thinks she must be submissive to her husband, while Pancha finds a way to stand up to him in certain situations.
Pancha and Ana have a tense relationship, as Pancha thinks Ana is an upstart and Ana thinks Pancha is too fundamentalist in her thinking about gender roles. By the end of the play, Ana has a new respect for Pancha because of how the older woman has tried to assert her independence in her marriage.
Rez Sisters
1. Reflect on the importance of the character (spirit?) not seen by all the characters but seen by only one or a few of the characters and discuss that character’s importance to the dramatic action and the development of the plot.
The character of Nanabush plays several roles that ultimately guide Marie-Adele to her end. First, he is a gull that stalks Marie-Adele. She is the only one who can see the spirit besides the mentally disabled Zhaboonigan. Later, Nanabush is another bird that frightens Marie-Adele and the younger girl during the road trip. It is at this point that Marie-Adele realizes the spirit is coming to take her into the next realm, and she cannot come to terms with this yet. Nanabush then makes an appearance as the Bingo Master. This is when Marie-Adele accepts her fate and lets him take her spirit. At the very end of the play, Nanabush is once again the gull; this time, he has come to take Pelajia.
Nanabush serves as a force that drives the women closer together; he does not directly drive the plot, but follows the women and intervenes to keep their arguments from getting in the way of their goal. As the nighthawk, he pushes Marie-Adele into a fit, which stops the bickering women and gives them a bigger cause—Marie-Adele’s well-being—to rally around instead of arguing. This is the moment that allows them to be vulnerable with each other and talk about the hardships of being Native American women. As the Bingo Master, Nanabush irritates the women until they lash out and cause a chaotic scene, while Marie-Adele finally sees the truth and accepts her fate while the other women try to fight theirs. He is present even in the chaos, guiding Marie-Adele to her end and eventually coming back to start the process of guiding Pelajia to hers.
2. Compare the aspirations and socio-economic level of the characters in this play with those in Wedding Band, Queen's Garden, and Real Women.
The women in Rez Sisters have lower aspirations than the women in the other two plays. In Queen’s Garden, our narrator wanted to get away from her city and go to college; in Wedding Band, the main character wanted to go to New York to escape the prejudice of the South. In Real Women, Ana longs to go to college, and the older women, while initially being content with their lot in life, eventually grow to long for a life where they make clothes for others like them. In Rez Sisters, though, the characters hope for smaller changes to their lives. For example, Philomena wants a toilet, and Pelajia wants paved roads. A few of the characters talk of leaving the reservation to live with their children, but ultimately give up these dreams and settle for carving out the best life possible on the reservation.
The socio-economic level of the characters is fairly consistent across the plays. All are lower class and live in poor conditions due to their culture or race.
3. Compare the role of women and the depiction of men in this play with that in Real Women Have Curves
The role of women in both plays are fairly similar. In both plays, the women are expected to play the role of the dutiful housekeeper and to raise the children, while obeying their husbands. However, in Rez Sisters it is expected that some women will go rogue and be unfaithful; the affair is always pinned on them and not on the men like Big Joe who are also part of the affair.
Men are depicted in a worse light in Rez Sisters than in Real Women. In Rez Sisters, men are depicted as alcoholics who do not do much more than fight and flirt; they do not get any meaningful work does, such as how the chief has not gotten any paved roads for his reservation. However, men are still put in positions in power. In Real Women, men are depicted not necessarily negatively, but not positively, either; in the play, the women take the view that boys will be boys, and work around their husbands. The men are expected to have control in the relationship, and the women comply.